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Rounding Up

By: MLC - Mike Wallus
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  • Summary

  • Welcome to Rounding Up, the professional learning podcast brought to you by The Math Learning Center. Two things have always been true in education: Ongoing professional learning is essential, and teachers are extremely busy people. Rounding Up is a podcast designed to provide meaningful, bite-sized professional learning for busy educators and instructional leaders. I'm Mike Wallus, vice president for educator support at The Math Learning Center and host of the show. In each episode, we'll explore topics important to teachers, instructional leaders, and anyone interested in elementary mathematics education. Topics such as posing purposeful questions, effectively recording student thinking, cultivating students' math identity, and designing asset-based instruction from multilingual learners. Don't miss out! Subscribe now wherever you get your podcasts. Each episode will also be published on the Bridges Educator Site. We hope you'll give Rounding Up a try, and that the ideas we discuss have a positive impact on your teaching and your students' learning.
    2022 The Math Learning Center | www.mathlearningcenter.org
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Episodes
  • Strengthening Tasks Through Student Talk - Guest: Drs. Amber Candela and Melissa Boston

    Strengthening Tasks Through Student Talk - Guest: Drs. Amber Candela and Melissa Boston
    Apr 18 2024
    Rounding Up Season 2 | Episode 16 – Strengthening Tasks Through Student Talk Guests: Dr. Amber Candela and Dr. Melissa Boston Mike Wallus: One of the goals I had in mind when we first began recording Rounding Up was to bring to life the best practices that we aspire to in math education and to offer entry points so that educators would feel comfortable trying them out in their classrooms. Today, we're talking with Drs. Amber Candela and Melissa Boston about powerful but practical strategies for supporting student talk in the elementary math classroom. Welcome to the podcast, Amber and Melissa. We're really excited to be talking with you today. Amber Candela: Thank you for having us. Melissa Boston: Yes, thank you. Mike: So we've done previous episodes on the importance of offering kids rich tasks, but one of the things that you two would likely argue is that rich tasks are necessary, but they're not necessarily sufficient, and that talk is actually what makes the learning experience really blossom. Is that a fair representation of where you all are at? Melissa: Yes. I think that sums it up very well. In our work, which we've built on great ideas from Smith and Stein, about tasks, and the importance of cognitively challenging tasks and work on the importance of talk in the classroom. Historically, it was often referred to as “talk moves.” We've taken up the term “discourse actions” to think about how do the actions a teacher takes around asking questions and positioning students in the classroom—and particularly these talk moves or discourse actions that we've named “linking” and “press”—how those support student learning while students are engaging with a challenging task. Mike: So I wonder if we could take each of the practices separately and talk through them and then talk a little bit about how they work in tandem. And Melissa, I'm wondering if you could start unpacking this whole practice of linking. How would you describe linking and the purpose it plays for someone who, the term is new for them? Melissa: I think as mathematics teachers, when we hear linking, we immediately think about the mathematics and linking representations or linking strategies. But we’re using it very specifically here as a discourse action to refer to how a teacher links student talk in the classroom and the explicit moves a teacher makes to link students' ideas. Sometimes a linking move is signaled by the teacher using a student's name, so referring to a strategy or an idea that a student might've offered. Sometimes linking might happen if a teacher revoices a student's idea and puts it back out there for the class to consider. The idea is in the way that we're using linking, that it's links within the learning community, so links between people in the classroom and the ideas offered by those people, of course. But the important thing here that we're looking for is how the links between people are established in the verbal, the explicit talk moves or discourse actions that the teacher's making. Mike: What might that sound like? Melissa: So that might sound like, “Oh, I noticed that Amber used a table. Amber, tell us how you used a table.” And then after Amber would explain her table, I might say, “Mike, can you tell me what this line of Amber's table means?” or “How is her table different from the table you created?” Mike: You're making me think about those two aspects, Melissa, this idea that there's mathematical value for the class, but there's also this connectivity that happens when you're doing linking. And I wonder how you think about the value that that has in a classroom. Melissa: We definitely have talked about that in our work as well. I’m thinking about how a teacher can elevate a student's status in mathematics by using their name or using their idea, just marking or identifying something that the student said is mathematically important that's worthy of the class considering further. Creating these opportunities for student-to-student talk by asking students to compare their strategies or if they have something to add on to what another student said. Sometimes just asking them to repeat what another student said so that there's a different accountability for listening to your peers. If you can count on the teacher to revoice everything, you could tune out what your peers are saying, but if you might be asked to restate what one of your classmates had just said, now there's a bit more of an investment in really listening and understanding and making sense. Mike: Yeah, I really appreciate this idea that there's a way in which that conversation can elevate a student's ideas, but also to raise a student's status by naming their idea and positioning it as important. Melissa: I have a good example from a high school classroom where a student [...] was able to solve the contextual problem about systems of equations, so two equations, and it was ...
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    16 mins
  • Making Sense of Story Problems - Guest: Drs. Aina Appova and Julia Hagge

    Making Sense of Story Problems - Guest: Drs. Aina Appova and Julia Hagge
    Apr 4 2024
    Rounding Up Season 2 | Episode 15 – Making Sense of Story Problems Resources: Schema-Mediated Vocabulary in Math Word Problems Guest: Drs. Aina Appova and Julia Hagge Mike Wallus: Story problems are an important tool that educators use to bring mathematics to life for their students. That said, navigating the meaning and language found in story problems is a challenge for many students. Today we're talking with Drs. Aina Appova and Julia Hagge from [The] Ohio State University about strategies to help students engage with and make sense of story problems. Mike: A note to our listeners. This podcast was recorded outside of our normal recording studio, so you may notice some sound quality differences from our regular podcast. Mike: Welcome to the podcast, Aina and Julia. We're excited to be talking to both of you. Aina Appova: Thank you so much for having us. We are very excited as well. Julia Hagge: Yes, thank you. We're looking forward to talking with you today. Mike: So, this is a conversation that I've been looking forward to for quite a while, partly because the nature of your collaboration is a little bit unique in ways that I think we'll get into. But I think it's fair to describe your work as multidisciplinary, given your fields of study. Aina: Yes, I would say so. It's kind of a wonderful opportunity to work with a colleague who is in literacy research and helping teachers teach mathematics through reading story problems. Mike: Well, I wonder if you can start by telling us the story of how you all came to work together. And describe the work you're doing around helping students make sense of word problems. Aina: I think the work started with me working with fifth-grade teachers, for two years now, and the conversations have been around story problems. There's a lot of issues from teaching story problems that teachers are noticing. And so, this was a very interesting experience. One of the professional development sessions that we had, teachers were saying, “Can we talk about story problems? It's very difficult.” And so, we just looked at a story problem. And the story problem, it was actually a coordinate plane story problem. It included a balance beam, and you're supposed to read the story problem and locate where this balance beam would be. And I had no idea what the balance beam would be. So, when I read the story, I thought, “Oh, it must be from the remodeling that I did in my kitchen, and I had to put in a beam, which was structural.” Aina: So, I'm assuming it's balancing the load. And even that didn't help me. I kept rereading the problem and thinking, “I'm not sure this is on the ceiling, but the teachers told me it's gymnastics.” And so even telling me that it was gymnastics didn't really help me because I couldn't think, in the moment, while I was already in a different context of having the beam, a load-bearing beam. It was very interesting that—and I know I'm an ELL, so English is not my first language—in thinking about a context that you're familiar with by reading a word or this term, “balance beam.” And even if people tell you, “Oh, it's related to gymnastics”—and I've never done gymnastics; I never had gymnastics in my class or in my school where I was. It didn't help. And that's where we started talking about underlying keywords that didn't really help either because it was a coordinate plane problem. So, I had to reach out to Julia and say, “I think there's something going on here that is related to reading comprehension. Can you help me?” And that's how this all started. ( chuckles ) Julia: Well, so Aina came to me regarding her experience. In fact, she sent me the math problem. She says, “Look at this.” And we talked about that. And then she shared frustration of the educators that she had been working with that despite teaching strategies that are promoted as part of instructional practice, like identifying mathematical keywords and then also reading strategies have been emphasized, like summarizing or asking questions while you're reading story problems. So, her teachers had been using strategies, mathematical and also reading, and their students were still struggling to make sense of and solve mathematical problems. Aina’s experience with this word problem really opened up this thought about the words that are in mathematical story problems. And we came to realize that when we think about making sense of story problems, there are a lot of words that require schema. And schema is the background knowledge that we bring to the text that we interact with. Julia: For example, I taught for years in Florida. And we would have students that had never experienced snow. So, as an educator, I would need to do read alouds and provide that schema for my students so that they had some understanding of snow. So, when we think about math story problems, all words matter—not just the mathematical terms, but also the words that ...
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    32 mins
  • Mathematizing and Modeling The World Around Us - Guest: Erin Turner, Ph.D.

    Mathematizing and Modeling The World Around Us - Guest: Erin Turner, Ph.D.
    Mar 21 2024
    Rounding Up Season 2 | Episode 14 – Three Resources to Support Multilingual Learners Guest: Dr. Erin Turner Mike Wallus: Many resources for supporting multilingual learners are included with curriculum materials. What's too often missing though is clear guidance for how to use them. In this episode, we're going to talk with Dr. Erin Turner about three resources that are often recommended for supporting multilingual learners. We'll unpack the purpose for each resource and offer a vision for how to put them to good use with your students. Mike: Well, welcome to the podcast, Erin. We are excited to be chatting with you today. Erin Turner: Thank you so much for inviting me. Mike: So, for our listeners, the starting point for this episode was a conversation that you and I had not too long ago, and we were talking about the difference between having a set of resources which might come with a curriculum and having a sense of how to use them. And in this case, we were talking about resources designed to support multilingual learners. So, today we're going to talk through three resources that are often recommended for supporting multilingual learners, and we're going to really dig in and try to unpack the purpose and offer a vision for how to put them to use with students. What do you think? Are you ready to get started, Erin? Erin: I am. Mike: Well, one of the resources that often shows up in curriculum are what are often referred to as sentence frames or sentence stems. So, let's start by talking about what these resources are and what purpose they might serve for multilingual learners. Erin: Great. So, a sentence stem, or sometimes it's called a sentence starter, this is a phrase that gives students a starting place for an explanation. So, often it includes three or four words that are the beginning part of a sentence, and it's followed by a blank that students can complete with their own ideas. And a sentence frame is really similar. A sentence frame just typically is a complete sentence that includes one or more blanks that again, students can fill in with their ideas. And in both cases, these resources are most effective for all students who are working on explaining their ideas, when they're flexible and open-ended. So, you always want to ensure that a sentence stem or a sentence frame has multiple possible ways that students could insert their own ideas, their own phrasing, their own solutions to complete the sentence. The goal is always for the sentence frame to be generative and to support students' production and use of language—and never to be constraining. Erin: So, students shouldn't feel like there's one word or one answer or one correct or even intended way to complete the frame. It should always feel more open-ended and flexible and generative. For multilingual learners, one of the goals of sentence stems is that the tool puts into place for students some of the grammatical and linguistic structures that can get them started in their talk so that students don't have to worry so much about, “What do I say first?” or “What grammatical structures should I use?” And they can focus more on the content of the idea that they want to communicate. So, the sentence starter is just getting the child talking. It gives them the first three words that they can use to start explaining their idea, and then they can finish using their own insights, their own strategies, their own retellings of a solution, for example. Mike: Can you share an example of a sentence frame or a sentence stem to help people understand them if this is new to folks? Erin: Absolutely. So, let's say that we're doing number talks with young children, and in this particular number talk, children are adding two-digit numbers. And so, they're describing the different strategies that they might use to do either a mental math addition of two-digit numbers, or perhaps they've done a strategy on paper. You might think about the potential strategies that students would want to explain and think about sentence frames that would mirror or support the language that children might use. So, a frame that includes blanks might be something like, “I broke apart (blank) into (blank) and (blank).” If you think students are using 10s and 1s strategies, where they're decomposing numbers into 10s and 1s. Or if you think students might be working with open number lines and making jumps, you might offer a frame like, “I started at (blank), then I (blank),” which is a really flexible frame and could allow children to describe ways that they counted on on a number line or made jumps of a particular increment or something else. The idea again is for the sentence frame to be as flexible as possible. You can even have more flexible frames that imply a sequence of steps but don't necessarily frame a specific strategy. So, something like, “First I (blank), then I (blank)” or “I got my answer by (blank).” Those can be ...
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    38 mins
Mathematics Science
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